Criminal Justice Education Research Articles

AI in Criminal Justice Education: Assessing Educator’s Attitudes and Experiences

Since the public release of OpenAI’s ChatGPT and similar large language models in late 2022, generative artificial intelligence (AI) has become a significant societal force. Discourse about these developments through OpEds and blog posts have raised critical questions for educators about the promises and pitfalls of AI integration into higher education. Through an online survey administered to criminal justice educators (N = 68), the current study explores attitudes about and experiences with AI, and beliefs about the practical challenges AI presents. Results indicate criminal justice educators are both excited but also uncomfortable with the implications of AI for higher education. Respondents were generally concerned about the implications of AI for academic integrity and student development. Interestingly, respondents who had actually used AI tools expressed higher levels of excitement and comfort and lower levels of concern, suggesting that exposure to AI tools may play a key role in assuaging educators’ fears and concerns regarding AI tools. Additional findings and implications are discussed.

The Use of Narrative in the Criminal Justice Classroom: Book Club as a Teaching Tool

This paper explores the use of crime narratives through book clubs in criminal justice education. While true crime media has gained popularity, it often presents a skewed view of criminal justice realities. In contrast, carefully selected narratives in educational settings can promote significant learning experiences, as outlined in Fink’s taxonomy. These narratives can help humanize justice-involved individuals, challenge stereotypes, and provide a more balanced understanding of the criminal justice system. The growing field of narrative criminology further supports the use of stories to examine social hierarchies and inequalities within the justice system. Book clubs, when integrated effectively into coursework, have shown promise in increasing student engagement and building relationships.

Lived Experiences of Philippine National Police Drug Enforcers in the Eastern Visayas Region

Fighting illegal drugs adds a great deal of complexity to law enforcement, requiring officers to deal with a wide range of issues that go far beyond simply apprehending criminals. The research endeavor sought to investigate the experiences of Philippine National Police drug enforcers operating within the Eastern Visayas region. It set out to comprehensively examine the challenges encountered in implementing anti-illegal drug laws across six provinces and the subsequent strategies to navigate challenges. The phenomenological research design and purposive sampling were employed. The nine police drug enforcers based in Southern Leyte, Leyte, Eastern Samar, Biliran, Northern Samar, and Samar participated in the study. The research methodology predominantly relied on qualitative interviews to gather data. The findings highlighted a multitude of challenges faced by police drug enforcers, including obstacles in case development, limited resources, interpersonal variances among leaders and team members, and adverse feedback from the subjects’ relatives and the wider community. Notwithstanding these challenges, the enforcers demonstrated resilience by upholding strong work ethics, optimizing their resources for anti-illegal drug operations, fostering camaraderie, and nurturing positive relationships within the community. Furthermore, the study underscored the necessity for advocating increased budgetary allocations, enhanced mobility, and fortified armaments for anti-drug operations to safeguard the well-being and security of the enforcers. In addition, the research proposed an intervention program to strengthen the implementation of anti-illegal drug laws in the Eastern Visayas region. Keywords: Criminal justice education, Anti-illegal drug law, lived experiences

“A Content Analysis of the American Society of Criminology’s Presidential Address, 1988–2022: A Qualitative Exploration”

The number of articles published in peer-reviewed journals, publication in elite journals, inclusion in “classics” reading lists of graduate programs, and citation counts have been used as measures of scholarly influence. The annual addresses given by the presidents of the American Society of Criminology have escaped the attention of scholars in criminology and criminal justice as measures of scholarly influence. This shortcoming is notable for two reasons. First, the ASC presidents have often been included in previous indicators of scholarly influence. Second, the presidential addresses can be viewed as intellectual history of the discipline across time, delivered by influential scholars who have advanced criminology in meaningful ways. The current paper explores the ASC presidential addresses using qualitative methods. The findings indicate three key themes embedded in the addresses: (1) the public and private functions of criminology; (2) political feasibility of criminology; (3) crisis of legitimacy in criminology. The implications for criminology and criminal justice education are discussed.

Commentary: Academic Accreditation and Certification in Criminology and Criminal Justice Education: From Ricochets to Reckonings

This commentary provides additional depth and perspective related to the state of postsecondary educational standards in criminology and criminal justice (CCJ) discussed in Academic Accreditation and Certification in Criminology and Criminal Justice Education: From Ricohets to Reckonings. Elements of discussion include struggles between field demands and value in postsecondary education, conflicting institutional demands related to educational standards, and rising complications related to online learning formats and field support of professional organizations.The full breadth of CCJ postsecondary education and professional environments must be examined to determine the strongest path forward related to the overall support of educational standards.

Shaping the Future of Criminal Justice Education: Insights from ACJS Leadership Survey Analysis

Higher education has been in a time of rapid evolution and significant challenges prior to COVID-19, but a large and continuously growing body of empirical evidence suggests that the pandemic greatly accelerated those trials and brought them to a flashpoint. To our knowledge, the present work is the first post-pandemic to explore perceptions about the future of criminal justice (CJ) education. The present work seeks to address this gap and explore what factors CJ educators and advanced students identify as current and future challenges, concerns, and areas they need training or support. To gauge these perceptions, feedback was solicited from a select group of leaders, students, and journal editorial board members. Results explore priorities surrounding the increasing politicalization of higher education and the field in general, as well as the use of artificial intelligence, attacks on academic freedom, balancing research and teaching responsibilities, creating curriculum relevant to new forms of crime, teaching diverse populations, declining program enrollments, and negative public perceptions about the value of CJ degrees as central concerns. Implications and direction of future research are offered.

Academic Accreditation and Certification in Criminology and Criminal Justice Education: From Ricochets to Reckonings

For over a decade, the Academy of Criminal Justice Sciences (ACJS) was the official source of criminology and criminal justice (CCJ) academic program review before its “certification” program was discontinued in 2018. Several certification standards and indicators have been modified, addressing concerns raised with earlier iterations of the ACJS Quality Standards. The pressing need for a revisit has become evident due to challenges such as the emergence of proprietary schools as well as institutional financial pressures resulting in continued under-resourcing of CCJ programs. This article delves into previous initiatives focused on the pursuance of accreditation and certification, highlighting critical milestones and contextual influences that have propelled these mechanisms to the forefront of CCJ education. We also explore the aspirations and future directions for program review, with a particular focus on program integrity, curriculum relevance, and the evolving needs of students and the criminal justice system.

Introduction to Special Issue on Remembering the 50th Anniversary of the ACJS Working Group on Criminal Justice Education Standards: The Past, Present and Future of CCJ Education

This Special Issue to remember the 50th Anniversary of ACJS Working Group on Criminal Justice Education Standards presents an array of different perspectives and views on Criminology and Criminal Justice (CCJ) education. It focuses on the past, present, and future of CCJ education, ACJS Program Endorsement, Certification, and Accreditation. The contributors emphasize that CCJ educational standards are vital to the success of CCJ programs and to provide students with a high quality of education. The authors in the Special Issue are leading experts in CCJ education.

Commentary: Quality Standards for Criminal Justice Education: The Long and Winding Road

In this commentary, the author focuses on article “Quality standards for criminal justice education: The long and winding road.” The author draws on his extensive background in criminology and criminal justice (CCJ) education, including various roles within the Academy of Criminal Justice Sciences (ACJS) and the Southern Criminal Justice Association (SCJA), to provide insights into Albanese and Tartaro’s article and its implications. Specifically, Albanese and Tartaro trace the evolution of CCJ education, highlight efforts to establish quality standards, such as the Northeast Minimum Standards model later adopted by ACJS. They discuss the challenges and eventual discontinuation of the ACJS Certification program, but they conclude with positive discussion on the emergence of the ACJS Endorsement program. The commentary emphasizes the importance of quality standards in CCJ education, despite the difficulties in establishing and maintaining them. The commentary concludes with a call to continue prioritizing quality in CCJ education.

Commentary: Shaping the Future of Criminal Justice Education: Insights from ACJS Leadership Survey Analysis

Commentary: Shaping the Future of Criminal Justice Education: Insights from ACJS Leadership Survey Analysis

Commentary: Criminology and Criminal Justice Education and the Search for Quality: Then and Now

Prospects for the ACJS “Quest for Quality in Criminology and Criminal Justice (CCJ)“ should be understood in light of three contextual forces: changes in faculty training and orientation, dynamics affecting higher education generally, and similarities between CCJ and other social science programs. Many of the original objectives of the “Quest” have been achieved, and the fact that the ACJS process faces an uncertain future is unlikely to undermine the continuing advancement of CCJ programs.

Students’ Awareness and Acceptance of the VMGOs at the College of Criminal Justice Education, Isabela State University – Roxas Campus

This study aimed to assess the level of awareness, understanding, and acceptance of the Isabela State University’s Vision, Mission, and the College of Criminal Justice Education (CCJE) Goals and Objectives at Isabela State University – Roxas Campus, among its student body. A cross-sectional survey employing a structured questionnaire was utilized to collect data from 321 students representing different academic years and programs of the college. The survey instrument comprised four sections focusing on participant profiles, awareness and understanding of VMGOs, awareness of VMGOs dissemination, and acceptance of VMGOs. The findings indicate a high level of awareness and understanding of the VMGOs among the students, with around 4 in every 5 respondents demonstrating awareness of the university vision and mission, and a comparable number registering a great understanding of the VMGOs. Additionally, students showed a strong acceptance of the university’s vision, mission, goals, and objectives. The study underscores the effectiveness of current VMGOs communication strategies and their resonance with the student community, forming the foundation for a cohesive educational environment aligned with institutional objectives. To further enhance VMGOs integration for students indicating lower awareness and understanding, tailored workshops and intensified communication efforts are recommended. Interactive peer sessions, faculty mentorship programs, and a targeted feedback mechanism are suggested to bridge understanding gaps and foster greater acceptance. These recommendations aim to ensure that every student comprehensively grasps and aligns with the institutional guiding principles, promoting a harmonious educational experience at CCJE.

The Impact of Faculty Development Programs (FDP) on Enhancing Professional Competence among Criminal Justice Educators

Faculty development plays a crucial role in equipping educators with the necessary skills for effective teaching. This study investigates the impact of Faculty Development Programs (FDPs) on enhancing the competence of criminal justice educators. Utilizing a qualitative approach, interviews were conducted with five (5) criminal justice educators affiliated with a higher educational institution in Baguio City, offering programs in Criminology and Forensic Science. The findings reveal that the experiences shared by the participants regarding their involvement in FDPs indicate a transformative effect on their professional development. Insights gleaned from the study demonstrate notable enhancements in their confidence, creativity, and overall competence in the realm of teaching. This research contributes valuable insights into the tangible benefits of FDPs within the context of criminal justice education, shedding light on the positive influence these programs can exert on educators' professional growth.

Documentary Filmmaking: A New Pedagogy for Justice Educators

Filmmaking is an unconventional, but supremely rewarding career path for criminal justice educators. The author chronicles his career as he transitioned unexpectedly from a traditional path involving legal analyses and policy research to the very unusual enterprise of documentary filmmaking. Each of his film projects emanated directly from his teaching or research experiences, experiences that might just as appropriately have culminated in articles for publication. But he chose a different mode for disseminating his research and insights. The author reviews the myriad challenges he faced as a filmmaker—both inside and outside of the film industry, itself. Throughout, he describes—and outlines his efforts to overcome—the staunch resistance by the academic community to filmmaking by faculty who reside outside traditional departments of theatre and film. He also urges colleagues to consider the path for themselves.

2D Crime Scene Investigation Simulator for the Criminology Schools of Negros Occidental

Criminal investigation is a fundamental subject of Criminal Justice education, where students develop analytical and critical thinking skills by performing crime scene investigations. However, the demand for enhanced training is also rising due to the rising population of criminology colleges. This training is vital as this is where the student’s skills and knowledge are applied and improved. This study aimed to develop a reliable, easy-to-use 2D crime scene investigation simulator to address this issue. The study utilized descriptive analytical tools for monitoring and assessing students’ performance and progress in crime scene investigation. The study also used the Agile method to ensure the development team can complete the project on time. After utilizing the Crime Scene Simulator, the Clustering Algorithm was applied to analyze the student’s performance. Only the crime scene investigation process was included in the study, excluding other methods, such as forensics, identifying crimes, or arresting perpetrators. The findings of the system testing show that the system is reliable and easy to use for tracking the progress and performance of the students. The College of Criminal Justice education of STI West Negros University was considered the pilot criminology school of this study. The project was developed during the School Year 2022-2023.

Criminology and Criminal Justice Education and the Search for Quality: Then and Now

This essay examines criminology and criminal justice educational programs seeking to establish quality programming though academic standards. Since the inception of criminal justice as a standalone academic degree program, questions about the quality of such programs has plagued the discipline. Examining the history of the discipline including the challenges brought from such a fast development of a great number of academic programs in criminal justice/criminology, and the resultant issues stemming from this explosion of growth, leads to questions about the quality of these programs. We examine the quality issues when the programs first started to develop and then blossom to the quality issues that still exist today. We address the development of "standards" as a measure of quality and ACJS’ role in establishing standards through certification and accreditation. We conclude with a suggestion about how to get back on track with ensuring quality programming in criminal justice programs utilizing an accreditation process.

Quality Standards for Criminal Justice Education: The Long and Winding Road

Higher education in criminology and criminal justice has evolved over the last 100 years in fits and starts. The road was long, and it took many turns, reflecting not only the need for training and professionalism among criminal justice practitioners, but for the development of a new academic field of study at colleges and universities. This article traces the history of the quest for academic standards in higher education, specifically the role of ACJS in this endeavor. Both authors have contributed to ACJS’s efforts over the years and were involved in the two most recent iterations of ACJS Academic Program Review: Certification and Program Endorsement. We chronicle the rise and fall of certification and the recent effort to create an endorsement program that seeks to balance the need for quality control while providing the desired flexibility for individual programs.

Implicit Criminal Associations: The Consequences of a Criminal Justice Education

A criminal justice education often lays the foundation for future criminal justice practitioners. The course work of these programs may impact students’ cognitions about offenders, both implicitly, or automatically, and/or explicitly, or consciously. This study tests whether criminal justice students exhibit stronger implicit associations with the group criminal and well-known group members (i.e. celebrities) versus non-criminal justice students. Implicit Criminal-Self Association Test and Explicit Criminal-Self Association Test were used to measure implicit and explicit criminal-self association strength. Using a pre-test (n = 72) new Implicit and Explicit Association Tests were developed to measure implicit and explicit associations with well-known criminals. In the main study participants (n = 92) completed implicit and explicit criminal-self association tests and implicit and explicit well-known criminal association tests. Results showed that non-criminal justice students exhibited stronger implicit associations with well-known criminals in comparison to non-criminal justice students. This research has implications for criminal justice pedagogical practices.

“This is Part of my Final Grade”: A LatCrit Critique of Prison Tours as Pedagogical Tools in Criminal Justice Education

The proliferation of criminal justice programs brings new pedagogical challenges for educators who look for innovative ways to help students build lasting connections between theory, research, and practice. Prison tours are a well-known experiential learning practice in criminal justice courses. Educators have emphasized the benefits of using prison tours in providing students with first-hand knowledge of the criminal justice system, but critics have questioned their educational value, and the subjectivity of students’ personal experiences are rarely considered. In this article, I use LatCrit to problematize the use of prison tours as pedagogical tools in criminal justice courses, focusing on my status as a Latinx scholar and educator. I combine counter-story telling and autoethnography to highlight my own prison tour experience. I question the educational benefits of prison tours and discuss the potential harms they can cause Latinx students who have previously come into contact with the criminal justice system.

Factors Affecting the Enrollment of Criminology at King’s College of the Philippines

College enrollment is an important decision for all aspiring students of higher education. This study investigates the factors affecting the enrollment of freshmen college students at King’s College of the Philippines-College of Criminal Justice Education (KCP-CCJE). Data has been collected through questionnaire. Mean and percentage were used to determine the main reasons of the respondents. Selected factors were ranked by the respondents from their most reasons and least reason from 1-10. The sample size was 191, consisting of freshman students who have enrolled during the first semester of Academic year 2020-2021. Results showed that academic program, college reputation, and influence from others are the most reason of the respondents in enrolling in the college.